Sentences with phrase «naming individual objects»

The idea of naming individual objects and teaching a dog to identify them isn't that new; Pilley and Chaser have certainly taken it to an extreme, but that's not what gets Pilley's psychology - sense tingling the most.

Not exact matches

«[I] t must be admitted,» he wrote, «that pragmaticism fails to furnish any translation or meaning of a proper name, or other designation of an individual object» (5.429).

This harm consists in the irreversible scrambling of three things: genealogies, by substituting «parenting» for fatherhood and motherhood; the status of the child, who would go from being a subject to being an object to which others have a right; and sexual identity, which rather than being a natural given would have to give way to orientation as an individual expression, in the name of the struggle against inequality, perverted into the elimination of differences.

This harm consists in the irreversible scrambling of three things: genealogies, by substituting «parenting» for fatherhood and motherhood; the status of the child, who would go from being a subject to being an object to which others have a right; and sexual identity as a natural given, which would have to give way to orientation as an individual expression, in the name of the struggle against inequality, perverted into the elimination of differences.

By learning that objects are separate and distinct entities and that they have an existence of their own outside of individual perception, children are then able to begin to attach names and words to objects.

Objectives covered: Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Identify and name a variety of common animals that are carnivores, herbivores and omnivores Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense Distinguish between an object and the material from which it is made Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Describe the simple physical properties of a variety of everyday materials Compare and group together a variety of everyday materials on the basis of their simple physical properties Observe changes across the 4 seasons Observe and describe weather associated with the seasons and how day length varies ALSO ADDED: Individual assessments for ALL science objectives for ALL year groups are available for purchase as are individual year group, KS1, KS2 or complete PrimIndividual assessments for ALL science objectives for ALL year groups are available for purchase as are individual year group, KS1, KS2 or complete Primindividual year group, KS1, KS2 or complete Primary packs.

Named in honor of the Whitney's new address, 99 Gansevoort Street, 99 Objects is a series of in - gallery programs focusing on individual works of art from the Museum's collection on view in America Is Hard to See.

Park McArthur, artist, will address Untitled (Love Letter From The War Front), 1988 by Felix Gonzalez - Torres (1957 — 1996) Named in honor of the Whitney's new address, 99 Gansevoort Street, 99 Objects is a series of in - gallery programs focusing on individual works of art from the Museum's collection on view in America Is Hard to See.

Subject to the individual's right to object or restrict the disclosure, the final rule permits a covered entity to disclose to a member of the clergy: (1) The individual's name; (2) the individual's general condition in terms that do not communicate specific medical information about the individual; (3) the individual's location in the facility; and (4) the individual's religious affiliation.

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].